Permission of instructor and dean required. Intensive independent work on a problem of the student's choice under the direction of an advisor.

1-3

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SED357Field Experience: Special Education

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Prerequisites:PYC250SED460

Experience includes five half days per week for 15 weeks of observation and participation in a classroom setting appropriate to endorsement and to the alternate level of teaching certificate. One-to-one tutoring, planning and instruction with small groups, limited use of classroom management skills and self-evaluation are required. Seminars provide experiential clarification and discussion. Supervision is provided by a school district and a University staff person in the field of special education.

3

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SED370Introduction to Learning Disabilities

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Lab Hours

Prerequisites:SED460SED357

The neurological, perceptual, cognitive, language, educational, psychological, social/emotional and behavioral skills deficits of learning disabled students are explored. Overview of learning disabilities regarding its various definition dimensions, historical perspectives, nature and causes, theoretical perspectives and least restrictive program alternatives are studied. State and Federal special education guidelines and legislation and their implications to practice are developed.

3

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SED371Curriculum and Instruction: Learning Disabilities

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Recitation/Lecture Hours

Studio Hours

Clinical Hours

Lab Hours

Prerequisites:SED460SED357SED370

Curricular design planning variations and adaptations, including reading, writing and math approaches and their curricular integration; problem solving approaches, metacognitive exploration, information processing techniques, critical thinking skills, creativity, consultative/collaborative skills and vocational and transitional planning are examined. Alternative methods of assessment; appropriate materials including assistive technology and equipment, such as computer aided instruction are studied as they relate to instruction and the appropriate integration of the Michigan Benchmarks. Meeting goals and objectives through appropriate curricular, instructional and classroom management techniques which meet IFSP, IEPT, F.B.AS. and B.I.P. are studied and practiced.

Philosophical, etiological, and instructional perspectives in educating emotionally impaired/behaviorally disordered students and their co-morbid implications are explored. Diagnostic categories, current programs and settings, including least restrictive environment; prevalent views and issues, research, historical perspectives, theories, dynamics of individual growth and the characteristics of the emotionally impaired/ behaviorally disordered are presented. Federal and State legislation and its implications, such as the F.B.A. and B.I.P. and their application are studied.

Psycho-educational curricula and programs utilizing specific methods, materials and management techniques which enhance positive socio-emotional development are explored and developed. Alternative methods of assessment; prevention and intervention program models; problem solving techniques; classroom management approaches; curricular integration of basic skills; vocational and transitional planning; metacognitive exploration; creativity; communication skills at the verbal and nonverbal level; specialized instructional approaches and materials, such as adaptive technology; and various behavioral, management and planning approaches are studied. Meeting IFSP, IEPT, F.B.A. and B.I.P. goals and objectives through appropriate inclusion of the Michigan Benchmarks in curricular and instructional planning and the collaborative/consultative approach are study.

3

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SED412Special Education in the Secondary Schools

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Recitation/Lecture Hours

Studio Hours

Clinical Hours

Lab Hours

Prerequisites:SED357SED460SED370SED371SED380SED381

The relationship between special and general education at the secondary level; the secondary school structure; special education teacher?s role at the secondary level are examined. Social skills, identity problems, role(s) in society, vocational skills, career aspirations and self-esteem are examined. Specific prevocational and vocational models, materials and programming are investigated. Problem solving approaches and guidance procedures are identified. Classroom and curriculum management techniques, academic support programs, coordination of recreational opportunities, transitional and vocational planning, including involvement of appropriate agency services and the use of technology are explored.

3

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0

SED453Assessment in Special Education

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Recitation/Lecture Hours

Studio Hours

Clinical Hours

Lab Hours

Prerequisites:SED357SED370SED380SED460

Investigation and application of appropriate evaluation materials and techniques through collaboration with general education for special education students. Language (reading and writing), academic, intellectual, cognitive, psychosocial fine and gross motor, vocational abilities are examined through data obtained from administration of various tests. Use of authentic assessment procedures (portfolios, etc.) is explored. Simulation of the pre-referral, multi-disciplinary process and the selection of methods techniques and criteria useful; in meeting IEPT goals and objectives are required. Alternative assessment approaches and related testing accommodations are reviewed. Students? prepare profiles, analyze them and report the findings through simulated experiences to parents, teachers, students and administrators. Instructional techniques are related to the diagnostic process.

3

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SED460The Education and Mainstreaming of Exceptional Persons

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Recitation/Lecture Hours

Studio Hours

Clinical Hours

Lab Hours

Prerequisites:PYC250

Overview, research, general background, nature and characteristics of each special education category (AI, CI, ECDD, EI/BD, G, HI, LD, OHI, POHI, SLI, SMI, SXI, TBI, VI) are presented. Various growth and developmental patterns, learning styles, educational, social, psychological and physical needs are addressed. Basic commonalities and differences between various exceptionalities and general education students are explored. Methodologies and approaches to meet the needs of the various exceptionalities are examined. Special education Federal and State legislation is studied.

3

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SED467Strategies for Teaching Mathematics and Language Arts to the Learning Disabled

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Recitation/Lecture Hours

Studio Hours

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Lab Hours

Prerequisites:SED357, 460, 370 SED460SED370 or 380

Visual and manipulative materials for the instruction of mathematical concepts are emphasized. Approaches to language instruction (listening, speaking, reading and writing) as an integrative process are addressed. Thinking skills, creative problem solving and metacognitive techniques are practiced. Technology and computer software usage in educating students in mathematics and language arts are examined.

3

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SED482Educating Severely Emotionally Impaired and Autistic Students

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Recitation/Lecture Hours

Studio Hours

Clinical Hours

Lab Hours

Prerequisites:SED460SED380SED381

Overview of Autistic Spectrum disorders, early intervention programs and various program instructional models are explored. Emphasis is on communication skills, (verbal and nonverbal) in teaching language and sensory integration to Autistic and Severely Emotionally Impaired children and adolescence. Language development and social skills are emphasized. Alternative methods of communication are explored-games, activities, physical techniques, recreational experiences to develop social awareness and independence. Technology, prevocational assessment, skills development and transitional planning are emphasized. Behavior management approaches as they relate to the severely emotionally impaired are examined. Collaborative and team approaches are emphasized. Federal and State guidelines and legislation are reviewed.

3

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SED486Educating Diverse and Special Populations in the Inclusionary Setting

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Recitation/Lecture Hours

Studio Hours

Clinical Hours

Lab Hours

Prerequisites:SED370SED371 or 380SED381

Effective planning, assessment techniques for intellectual, academic, affective, social and individual growth within the inclusionary setting is stressed. Focus is on the team approach, emphasizing collaborative/consultative learning approaches and methodology which emphasize the use of multiple intelligences, metacognition, creative unit planning, technology, resources and materials in meeting the needs of all students. Integrated interdisciplinary and cross-disciplinary approaches are presented and practiced. Effective development and implementation of IEP?s in the inclusionary setting is stressed.